- (LA.C.3.4.3) “uses details, illustrations, analogies and visual aids to make oral presentations that inform, persuade, or entertain.” - (LA.B.2.4.1) “writes text, notes, outlines, comments, and observations that demonstrate comprehension and synthesis of content, processes, and experiences from a variety of media.” - (SS.A.4.4.5) “understands the significant political events that took place during the early national period.” - (SS.A.4.4.6) “understands the military and economic events of the Civil War and Reconstruction.”
Objectives:
- Using the Internet, students will gather information on how the Civil War started with 90% accuracy. - Using Microsoft PowerPoint, students will be able to describe the different battles of the Civil War. - Using laptop carts, students will research and present the key people involved in the Civil War with 95% accuracy. o Bloom’s Taxonomy Levels § Knowledge – events/people § Comprehension – paper § Analysis – debate
Materials Needed:
- Laptop cart for students’ research for their debates - Microsoft Word/PowerPoint to provide example of how students can make their own - Internet for the students to search all over the web for information concerning the Civil War
Activities and Procedures:
Monday: Introduce students to Civil War with PowerPoint (have them take notes) and hand out rubric for debate and PowerPoint presentation.
Tuesday: Notes on events leading up to the Civil War. Assign groups to do PowerPoint presentation on events leading up to the Civil War.
Wednesday: Notes on the battles during the Civil War. Assign groups for debates between Union and Confederation. PowerPoint groups begin working.
Thursday: Gettysburg Address. Show short video from youtube. Debate groups start working on debate. PowerPoint groups continue to work.
Friday: PowerPoint groups present their assignments. Early debaters present. The rest of the debate groups present on Monday.
Debate and PowerPoint Rubric
15
10
5
1
Events that led up to Civil War
Lists the required amount of events
Lists most of events
Lists one of the events
Lists none of the events
_
Presentation
Clear, strong voice with good persuasiveness
Clear voice with moderate persuasiveness
Low voice with okay persuasiveness
No one can hear or get a feel to what the argument is
_
Argument
Includes vivid description of events and has strong argument
Includes most of events and had good argument
Includes some events and rarely mentions their side
Doesn’t show own work, no events, no argument
_
Eye Contact
Holds attention of entire audience with the use of direct eye contact.
Consistent use of direct eye contact with audience.
Displayed minimal eye contact with audience.
No eye contact is made with the audience.
_
Following Directions
Responds to teachers instruction without hesitation all the time.
Responds to teachers instruction without hesitation most of the time.
Responds to teachers instruction after non verbal cues are used.
=
Title: The Civil War
Subject: American History
Author: Adam Saxon
Grade Level: 11th
Standards:
- (LA.C.3.4.3) “uses details, illustrations, analogies and visual aids to make oral presentations that inform, persuade, or entertain.”- (LA.B.2.4.1) “writes text, notes, outlines, comments, and observations that demonstrate comprehension and synthesis of content, processes, and experiences from a variety of media.”
- (SS.A.4.4.5) “understands the significant political events that took place during the early national period.”
- (SS.A.4.4.6) “understands the military and economic events of the Civil War and Reconstruction.”
Objectives:
- Using the Internet, students will gather information on how the Civil War started with 90% accuracy.- Using Microsoft PowerPoint, students will be able to describe the different battles of the Civil War.
- Using laptop carts, students will research and present the key people involved in the Civil War with 95% accuracy.
o Bloom’s Taxonomy Levels
§ Knowledge – events/people
§ Comprehension – paper
§ Analysis – debate
Materials Needed:
- Laptop cart for students’ research for their debates- Microsoft Word/PowerPoint to provide example of how students can make their own
- Internet for the students to search all over the web for information concerning the Civil War
Activities and Procedures:
Monday: Introduce students to Civil War with PowerPoint (have them take notes) and hand out rubric for debate and PowerPoint presentation.
Tuesday: Notes on events leading up to the Civil War. Assign groups to do PowerPoint presentation on events leading up to the Civil War.
Wednesday: Notes on the battles during the Civil War. Assign groups for debates between Union and Confederation. PowerPoint groups begin working.
Thursday: Gettysburg Address. Show short video from youtube. Debate groups start working on debate. PowerPoint groups continue to work.
Friday: PowerPoint groups present their assignments. Early debaters present. The rest of the debate groups present on Monday.
Debate and PowerPoint Rubric
entire audience
with the use of
direct eye contact.
direct eye contact
with audience.
minimal eye
contact with
audience.
made with the
audience.
teachers
instruction
without hesitation
all the time.
teachers
instruction
without hesitation
most of the time.
teachers
instruction after
non verbal cues
are used.
to teachers
instruction.
TEACHER COMMENTS
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